few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Extend the counting sequence.

Understand the place value system.

Use place value understanding and properties of operations to add and subtract.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Work with numbers 11–19 to gain foundations for place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand place value.

Perform operations with multi-digit whole numbers and with decimals to hundredths.
problem_activity: Stage 1: Add Ones
Required Preparation
Materials to Gather
Connecting cubes in towers of 10 and singles
Number cards 0–10
Materials to Copy
Blackline Masters
Target Numbers Stage 1 Recording Sheet

Narrative
Before playing, students remove the cards that show 0 and 10 and set them aside.
Students add a one-digit number to a two-digit number with composing a ten in order to get as close to 95 as possible. Students start their first equation with 55 and turn over a number card and add it to their starting number for the round. The sum becomes the first addend in the next round. The player who gets closest to 95 in 6 rounds, without going over, is the winner.


correct_option_index: 2